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The objective of this study is to undertake a comparative analysis of the approaches adopted by preschool teachers employed in the same age groups by two distinct institutions: the Ministry of National Education and the Presidency of Religious Affairs. The focus of this analysis is on the methods employed by these educators in managing their classrooms. For this purpose, the opinions of teachers and trainers were examined and compared in terms of the dimensions of classroom management. This research is a case study suitable for the qualitative research model. In this study, a holistic multi-case design was used. The study group comprises 10 pre-school teachers employed in primary schools during the 2022-2023 academic year and 10 instructors engaged in Quran courses for children aged 4-6. The data were analyzed by descriptive analysis. The themes created are presented in the findings section. These are: planning the daily flow of education, physical variables affecting the classroom, behavior management, management of undesirable behaviors, strategies and methods used in classroom communication, and ways of communicating with the family. The findings were presented together with comparative tables in order to solve the research problem more clearly, and direct comparisons were made with direct quotations of the participants related to the same theme. According to the research findings, it has been determined that preschool teachers adopt a holistic approach that is appropriate to the classroom resources and the developmental stages of the children. In contrast, it has been found that instructors teaching at Qur'an courses are limited in terms of classroom management and lack sufficient knowledge and skills regarding the variable affecting classroom management. [ABSTRACT FROM AUTHOR]

The research aims to determine Web 2.0 tools usage levels of teachers teaching at preschool, primary and secondary school levels, in terms of school levels and educational backgrounds, and to reveal the possible relationship between teachers' use of Web 2.0 tools and their self-efficacy levels. The study comprised 203 instructors from Zonguldak province with various education levels and teaching at various school levels. The data in this study was collected through “Competency in Using Web 2.0 Tools" and "Teachers' Self-Efficacy Perceptions" scales. Correlation and two-factor ANOVA analyses were used to determine the outcomes after verifying the data's normal distribution and the scales' fit indices. According to the study's findings, scores on the "Web 2.0 Tools Usage Competency Scale" were higher in favor of teachers with a master's degree. It was concluded that teachers' usage levels of Web 2.0 tools were significantly related to classroom management, one of the sub-dimensions of the teachers' self-efficacy perception scale, and their educational level, one of the demographic characteristics of the teachers. Furthermore, when the self-efficacy measure sub-dimensions were examined, it can be concluded that teachers' levels of the use of Web 2.0 tools did not differ significantly by school level or educational level, but they did differ significantly in terms of classroom management. The research findings also offer suggestions.

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu Journal of Educational Sciences International (AJESI) is the property of Anadolu Journal of Educational Sciences International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Education, Theory & Practical Research (JETPR) / Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD) is the property of Journal of Education, Theory & Practical Research (JETPR) / Egitim Kuram ve Uygulama Arastirmalari ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Humanistic Perspective is the property of Fuat Aydogdu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Classroom management is an indispensable element in creating an effective learning environment. In a classroom with poor management, students cannot engage in the learning process and may experience anxiety. Consequently, equipping teachers with effective classroom management skills is among the responsibilities of school leaders. However, prior to offering professional development programmes, school leaders should first teachers’ use of rewards and praise as part of their classroom management tools. According to the Self-Determination Theory, although rewards and praise are effective in establishing discipline, they may not significantly enhance development or motivation. Therefore, it is imperative to measure how much rewards and praise teachers employ in their classrooms in a valid and reliable manner. To the best of our knowledge, no scale currently exists in the literature that measures this aspect. This research will be the first study to measure teachers' reward and praise behaviors. The research is conducted as a quantitative study using a descriptive survey model. In the initial round, a 25-item pilot form was administered to 465 teachers. The results of Exploratory Factor Analysis revealed a 13-item, 2-factor structure, explaining 76% of the total variance, named as "teacher praise behaviors" and "teacher reward behaviors," respectively. The reliability levels of the factor scores were found to be .87 and .92. In the second round, data were collected from 271 teachers using the 13-item form. Confirmatory Factor Analysis confirmed the 2-factor structure. To test concurrent validity, two scales were administered, and their relationships were presented as evidence of concurrent validity. In conclusion, the Teacher Reward and Praise Scale has been presented as a valid and reliable instrument for measuring teachers' behaviors in classroom management, available for researchers and practitioners' use.

This study was conducted to investigate the strategies preschool teachers use to deal with children's challenging behavior. The Relational Screening Model was used for the study. The participants of the study consists of 200 preschool teachers working in Istanbul. The Scale of Determining the Strategies Used by Preschool Teachers Against Undesirable Behaviors in Classroom Management was used as a data collection tool. The normality test showed that data were normally distributed. There for the t-Test and one-way Anova test were applied in the analysis of the difference between and among the groups. Whether there was a statistically significant difference between the two independent groups was analyzed with the independent group t-test (graduate school, type of institution). One-way ANOVA test (age, professional seniority, responsible age group and number of children in the class) was used in the difference analysis among the variables consisting of three or more independent groups. Results revealed that there was no difference in the strategies applied by preschool teachers according to age and undergraduate education. However, there were significant differences found in the types of professional seniority, number of children in the class and the children’s age group. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Eurasian Journal of Language Teaching & Linguistic Studies (EAJLTLS) is the property of Eurasian Journal of Language Teaching & Linguistic Studies (EAJLTLS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Advanced Education Studies is the property of Journal of Advanced Education Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The academic motivation of the prospective teachers in the learning processes they follow is important both for their current learning processes and for fulfilling the requirements of the profession they will have in the future. The contribution of the teaching staff in this sense and the classroom management approaches they adopt also have a significant impact on the ongoing education and training process. In this study, it was tried to determine the academic motivation levels of teacher candidates studying in the Department of Primary Education Classroom Teaching of Education Faculties, and it was aimed to contribute to the classroom management processes carried out through the findings. In the study, data were collected from prospective teachers studying at Manisa Celal Bayar University, Department of Primary Education, Classroom Teaching, by means of "Academic Motivation Scale". About 144 of the 228 prospective teachers studying in the Fall Semester of 2022 were reached within the scope of 95% confidence level and 5% margin of error. According to the data by the application of the measurement tool consisting of seven dimensions and twenty - eight items, the level of academic motivation was found as high, and there was no significant difference in terms of gender, grade level and academic achievement score averages. The data of the study were analyzed with the SPSS package program, and the case of significant difference according to gender and academic achievement score averages was handled by independent sample t - test and the case of significant difference according to class level was handled by one - way ANOVA analysis of variance. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to investigate the perception levels of classroom management skills of Religious Culture and Moral Knowledge teacher candidates in terms of various variables. The sample of the study consists of 270 pre-service teachers studying at OMU Faculty of Theology in the 2021-2022 academic year and the students participating in the study were selected randomly. In this study, survey model, which is the one of the quantitative research types, was used. The data of the research were collected with the "Classroom Management Skills Scale" developed by İlgar(2007). The data of the research were analyzed with IBM SPSS 22 statistical software program. In the analysis of the data, Mann Withney U test and Kruskal Wallis H-test were used. As a result of the research; teacher candidates' perception levels of classroom management skills were found to be "good/high" (level. It has been determined that the perception levels of teacher candidates regarding classroom management skills do not differ according to the gender and whether they take the special teaching methods course or not but differ according to class, type of teaching and the perception about academic success. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It can be said that the success of educational institutions is related to the success of educational administration. Classes can be shown as places where individuals acquire behaviors that will guide social change. The share of classroom management is very important in ensuring the desired change in society. It can be said that the effective implementation of educational activities is mostly related to teachers' classroom management skills. Students of education faculty take the classroom management course during their education period. It is thought that pre-service teachers have developed an approach to classroom management at the end of their undergraduate education. In this study, it is aimed to determine the level of adoption of the classroom management approaches developed by the senior students of the education faculty as a result of these courses and to examine the classroom management approaches they adopted according to some variables. The research was designed as a quantitative study and a general survey model was used. The universe of the research consists of senior students from different departments studying at Education Faculty in Gaziantep University. The sample consisted of 277 senior students determined by simple random sampling method. It was found that the average score of the student-centered classroom management approach of the students of was higher than the teacher-centered classroom management approach. It has been determined that the classroom management approaches of the students differ significantly according to the program they study and the education level of their fathers. It was determined that there was no significant difference in classroom management approaches according to their gender, type of high school they graduated from, and the education level of their mothers. In line with the results of the research, suggestions for researchers and practitioners were presented. [ABSTRACT FROM AUTHOR]

This research aims to examine the relationship between emotion regulation skills and undesirable behaviors of preschool children, and emotion regulation skills of teachers and parents and teachers' classroom management skills. The research was a relational survey model, one of the quantitative research methods. The sample of the research were 142 pre-school teachers who worked in public or private pre-school education institutions in the center of Siirt province affiliated to Ministry on National Education, and 687 children and 618 parents selected through simple random sampling method from each teacher's class. A personal information form prepared separately for teachers and children, Child Emotion Regulation Scale, Cognitive Emotion Regulation Questionnaire, Problem Behaviour Scale and Classroom Management Skill Level Scale wereused as quantitative data collection tools in the research. Based on the findings obtained from the research, it was established that the emotion regulation skills and classroom regulation skills of teachers had a positive relationship, and cognitive emotion regulation skills predicted classroom management skills. Additionally, it was detected that there was a relationship between the cognitive emotion regulation skills of parents and the problem behaviors of the children. A relationship between children's emotion regulation skills and their problem behavior was unearthed and their emotion regulation skills were found to predict problem behaviors. [ABSTRACT FROM AUTHOR]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bu araştırmada Millî Eğitim Bakanlığı’nın (MEB) Eylül 2018 dönemi mesleki çalışma programı kapsamında öğretmenlerin izlemesi için önerdiği filmlerin sınıf yönetiminin boyutları açısından incelenmesi amaçlanmıştır. Bu amaç doğrultusunda MEB tarafından önerilen 50 film arasından sınıf içi uygulamaların en yoğun sahnelendiği dört film ölçüt örnekleme tekniği ile seçilmiştir. Nitel olarak tasarlanan bu araştırmada verilerin elde edilmesinde doküman incelemesi; çözümünde betimsel analiz tekniğinden yararlanılmıştır. Araştırma sonucunda, filmlerde sınıf yönetimi açısından öğrencilerin tek kişilik sıralarda oturması, öğretmenlerin derse hazırlıklı ve öğrenciden önce gelmesi, öğrencilere ismi ile hitap etmesi ve sakin, samimi, nezaket kurallarına dikkat eden bir yapıda olmaları gibi olumlu özelliklerin ön plana çıktığı belirlenmiştir. Diğer yandan öğretmen tarafından sınıfın seviyesine uygun olmayan bir metnin okutulması, dersin plansız bir şekilde işlenmesi ve tepkisel sınıf yönetimi modelinin benimsenerek ceza yöntemine başvurulması ise sınıf yönetimini olumsuz etkileyen davranışlar olarak tespit edilmiştir. Filmlerde sınıf yönetimi açısından ortaya çıkan olumlu ve olumsuz davranışlar, öğretmenlik grubu lisans öğrencilerine “Sınıf Yönetimi” derslerinde uygulamalı örnekler olarak sunulabilir.

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Günümüzde öğretmenlik mesleğinde başarıyı yakalamak için öğretmenlerde bulunması gereken özellik ve becerilerin belirlenmesine ihtiyaç duyulmaktadır. Öğretmenlerin, öğrencilerinin kendilerinden neler beklediklerini bilmeleri eğitimin kalitesinin yükseltilmesi açısından önemlidir. Bu bağlamda bu araştırmanın temel amacı, meslek lisesi öğrencilerinin, ideal bir öğretmen olarak öğretmenlerinden bekledikleri özellikleri ve becerileri belirlemektir. Bu araştırmada, öğrenci görüşlerine göre, "ideal öğretmen" olgusu incelendiğinden dolayı, fenomonoloji deseni tercih edilmiştir. Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılında Eskişehir ili Odunpazarı ilçesi meslek liselerinde eğitim öğretimine devam eden 410 meslek lisesi öğrencisi oluşturmuştur. Çalışma sonucunda, öğrencilerin öğretmenlerden özellikle göstermelerini bekledikleri temel değerlerin; adalet, sevgi, saygı, hoşgörü, güven, merhamet, yardımseverlik ve çalışkanlık olduğu anlaşılmıştır. Meslek lisesi öğrencilerinin öğretmenlerden bekledikleri ideal öğretmen özellikleri ve becerileriyle ilgili düşünceleri, öğretmenlerin hizmet öncesi ve hizmet içi eğitimi süreçlerinde değerlendirilmelidir. Öğretmenlerin sahip olması gereken özellik ve becerilere ilişkin farklı örneklem ve yöntemlerle (nicel, nitel veya karma) desenlenmiş araştırmalar yapılmalıdır.

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to determine teachers’ virtual classroom management competences. The research is designed in general survey model. The population of the research consists of teachers working in the center and districts of Kırklareli province in the 2020-2021 academic year. The sample of the study consists of 329 teachers. The data of research was gathered with “the scale of teachers’ virtual classroom management competences” developed by Can and Gündüz (2021). The scale is in 5-point Likert type and consists of 24 items. The sub-dimensions of the scale are "relations with students", "virtual classroom activities" and "virtual classroom management". According to the findings of research, most of teachers do not have virtual classroom experience. Teachers consider themselves competent in regard to virtual classroom management in all sub-dimensions of the scale. Female teachers' competences to manage "virtual classroom activities" is significantly higher than male teachers’. Relating to “the scale of teachers’ virtual classroom management competences”, general and sub-dimension total arithmetic averages of teachers having virtual classroom experience previously are significantly higher than those not having. The results of research put forward that teachers' virtual classroom management competences are generally at high level. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education / Yüksekögretim Dergisi is the property of Deomed Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to develop a validated and reliable tool of measurement to find out university students' perceptions about instructors' classroom management models. Random sampling was performed to pick up students as participants from various faculties at Cumhuriyet University. In the study, the data collection tool was applied to a total of 850 students but the incomplete forms were omitted leaving 814 students available as a result. In the scale development process, data were obtained from 145 university students by means of the preliminary application form and analyzed. The data obtained from the preliminary application were subjected to explanatory factor analysis (EFA) and the loads of the items were calculated. As a result of the foregoing, the main application was carried out with a form consisting of 29 items and three components. The data obtained from the main application were processed with both explanatory (EFA) and confirmatory factor analysis (CFA). In the light of the analyses, the scale was finalized with 24 items and three components. Considering all the findings related to the scale development, it can be said that the SPICMSS (Students' Perceptions of Instructors' Classroom Management Models Scale) can be used as a valid and reliable scale to measure classroom management skills of instructors. [ABSTRACT FROM AUTHOR]

Teachers can use creative reading as a means for students to present new thoughts, emotions or concrete products. Creative reading should not be considered only as a reading activity and its multi-dimensional aspects should be addressed. This study aimed to evaluate the effects of primary school creative reading activities on classroom management in terms of teachers' views. The qualitative research was designed as a case study. The working group determined by purposeful sampling method was composed of 30 voluntary classroom teachers who carried out creative reading activities at the primary schools affiliated with Amasya Provincial Directorate of National Education and during 2020-2021academic year. Study data were collected using a semi-structured interview form developed by the researchers. Content analysis method was used in data analysis. It was found that creative reading had positive effects on classroom management in regards to eliminating, reducing or preventing unwanted behaviors, creating a positive climate in the classroom and increasing classroom communication. In this context, teachers who are the principal practitioners should be informed about the positive effects of creative reading activities to ensure that these activities are used more commonly. Studies on creative reading should be conducted more extensively in the context of its positive contribution to classroom management and especially the practical competencies of teachers, the main practitioners, should be improved. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Limitless Education & Research is the property of Journal of Limitless Education & Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Okul öncesi eğitimi, çok yönlü ve yeteneklibireylerin geliştirilmesinde önemli bir rol oynar. Okul öncesi eğitiminçocukların kişisel gelişiminde edindiği öneme dair yaygınlıkla kabul gören birkanı mevcuttur. Bu görüşe göre okul öncesi eğitimin kendisinden beklenen etkiyiyaratması için bir takım ön koşullar gereklidir. Bu ön koşulların en önemlileriarasında sınıf mevcudu ve öğrenci başına düşen fiziksel alan bulunmaktadır. Buçalışmada sınıf mevcudu ve dolayısı ile öğrenciye ayrılabilen alan üzerinde durulmuşve sınıf mevcudunun okul öncesi eğitim etkinliklerine etkisi incelenmiştir. Araştırmadanitel çalışma desenlerinden durum çalışması kullanılmıştır. Bu çalışma,öğretmenlerin konu ile ilgili görüşlerinden ve deneyimlerindenyararlanmaktadır. Araştırma grubunu 2018-2019 yılında İstanbul ili Küçükçekmeceilçesinde görev yapan 18 okul öncesi öğretmeni oluşturmuştur. Birebir yarıyapılandırılmış bir görüşme formu ile toplanan verilerden hareketle, sınıf mevcudunun kalabalık olması, eğitim etkinliklerininniteliğini düşürdüğü ve sınıf yönetiminde problemlere sebep olduğu bulunmuştur.

Cyberloafing behavior may cause learning and discipline problems in learning environments. The purpose of this study is to investigate the reasons and factors for cyberloafing behavior. Within this regard, the Cyberloafing Behavior Scale was applied to 124 university students to examine the reasons of students’ cyberloafing behaviors. Multiple linear regression analysis and content analysis procedures were conducted to examine cyberloafing behavior of students. Findings indicate that the most observed cyberloafing behavior is sharing and messaging during the lesson time. Based on regression analysis, male students having smart phone and low GPA score; spending more time on the Internet, and using more applications are demonstrating more cyberloafing behavior. According to content analysis, reluctance to learn is found to be the main reason for cyberloafing. Besides, receiving smartphone messages, willing to communicate with others via Internet, sense of curiosity on Internet, willingness to have more enjoable time on Internet are found to be other reasons for cyberloafing. Diminishing reluctance to learn could be a significant solution for today’s educational problem – cyberloafing